Introduction

From Listening to Learning: Rethinking How We Teach 

From Listening to Learning: Rethinking How We Teach 

In the fall of 2004, I took an undergraduate biology course taught by Dr. Graham. He was a small man with a soft voice, lecturing to an auditorium of at least 150 students. School had always come easily to me, so I began the semester sitting about three-fourths of the way up the stadium seating, struggling to hear and, if I’m honest, probably daydreaming through much of the lecture. After the first test, though, I realized that if I was going to pass Dr. Graham’s class, I needed a different strategy. 

So I changed my approach. I started sitting in the first or second row, writing down nearly every word he said, and making notecards to study from each night. It worked. On the next test, I made one of the highest scores in the class. I did what I needed to do to perform. The problem is that performance is not always the same thing as learning. The only three things I still remember from Dr. Graham’s class are: 1) how to hack my short-term memory to pass a test, 2) how easy it is to shift from genuine effort to strategic complacency, and 3) the word duodenum and its general location in the body, only because of Dr. Graham’s memorable pronunciation of the word. 

Reflection 
Think of a class that truly shaped the way you work today. What instructional moves did that teacher make? How might you adapt those moves to fit your own content area? 

Listening vs. Learning 

Lecture still has an important place in the postsecondary classroom. It can provide structure, model expert thinking, and efficiently deliver content. But listening alone rarely leads to deep, lasting understanding. I once heard someone say that the person doing the most talking is often the one doing the most learning. While there are certainly exceptions, there is truth in that idea. Delivering information is necessary, but by itself it is transactional. The more important questions are: What are students being asked to do with that information? And how often are they being asked to engage with it in meaningful ways? 

Reflection 
If your average speaking time in one class session were shown on a pie chart, how much of that chart would have your name on it? What is one small change you could make to increase student engagement? 

Active Engagement 

This is where active engagement comes in. Active engagement refers to instructional strategies that ask students to do something with the material rather than simply absorb it. These strategies invite students to grapple with ideas and construct meaning. The good news is that many of them are simple, efficient, and well worth the time they take. 

Strategy 1: Think & Jot (Reflection) 

  • What? Students briefly pause to write down their thoughts, reactions, questions, or understanding of a concept. 
  • When? Before discussion, after a mini-lecture, after reading, or anytime students need processing time 
  • Why? Writing slows thinking down in a productive way. It helps students organize ideas, make meaning, and prepare for stronger participation. It also gives quieter or more introverted students time and space to process. 
  • How? Share a prompt, give students one to three minutes to write, and then decide whether to collect responses, invite volunteers to share, or use the writing as a bridge to the next activity. 

Strategy 2: Turn and Talk (Discussion) 

  • What? Students turn to a partner and discuss a question, idea, or response. 
  • When? After introducing a concept, after a Think & Jot, or anytime you want more students verbally engaged 
  • Why? This increases participation because every student has a chance to talk, not just the few who raise their hands. It also helps students clarify their thinking before sharing with the larger group. 
  • How? Ask a question, give a short time limit, and tell students what they should be ready to share afterward.  

Strategy 3: Think-Pair-Share (Reflection + Discussion) 

  • What? Students first think independently, then discuss with a partner, and finally share with the larger group. 
  • When? When students need time to process before speaking or when you want students to think about a concept through multiple perspectives 
  • Why? This strategy builds confidence, increases participation, and improves the quality of student responses. It gives students time to think, rehearse, and refine their ideas before speaking publicly. 
  • How? Ask a question or share a prompt, allow time for individual thinking, invite students to discuss in pairs, and then call on pairs or open the floor for whole-class sharing. The best prompts ask students to analyze, compare, or apply rather than simply recall. 

Strategy 4: Exit Ticket (Formative Assessment) 

  • What? Students respond to a brief prompt at the end of class showing what they learned, what confused them, or how they can apply the content. 
  • When? At the end of class, after a major concept, or before transitioning to a new topic 
  • Why? Exit tickets help instructors quickly gauge understanding and uncover misconceptions. They also help students consolidate learning and reflect on what matters most. 
  • How? End class with one or two short prompts such as, “What is one key takeaway from today?” or “What is still unclear?” Review the responses for patterns and use them to shape the next class session. 

Strategy 5: Polling (Digital Response) 

  • When? During lecture, after explaining a concept, before discussion, or anytime you want to check for understanding in real time 
  • Why? Polling interrupts passive listening and gives immediate feedback to both students and instructors. It can also make participation feel safer because responses are often anonymous. 
  • How? Ask a multiple-choice or short-response question, display the results, and use them to guide discussion or reteaching.  

Strategy 6: Jigsaw (Collaboration) 

  • What? Students become “experts” on one part of a topic and then teach that portion to their peers. 
  • When? When content can be divided into sections or subtopics 
  • Why? Jigsaw promotes accountability, collaboration, and deeper understanding. Students often engage more fully when they know others are relying on them to contribute. 
  • How? Divide the material into parts, assign each student or group one section, give them time to learn it well, and then reorganize students so they can teach one another. A graphic organizer or set of guiding questions helps keep the learning focused. 

Strategy 7: Scenario Response (Application) 

  • What? Students apply what they are learning to a realistic scenario. 
  • When? After foundational instruction, when moving from theory to practice, or when you want students to use course concepts in context 
  • Why? Application activities move students beyond memorization and into analysis, decision-making, and transfer. They also help students see the relevance of what they are learning within the discipline. 
  • How? Present a brief scenario and ask students to respond individually, with a partner, or in groups. Responses might involve solving a problem, making a recommendation, identifying a misconception, or explaining what they would do and why. 

In Conclusion 

Shifting even a portion of class time from lecture to active engagement does not reduce rigor. It strengthens it by giving students more opportunities to think, process, and apply what they are learning. Had Dr. Graham incorporated more active engagement into his teaching, it is possible that course would have helped me grow as a critical thinker, not just as a successful test taker. 

Reflection 
What is one strategy you plan to incorporate in your next class? 

Dive Deeper: 

Acknowledgement & References 

The author used ChatGPT (OpenAI) during the drafting process to help refine descriptions of active engagement strategies. The author reviewed, revised, and approved all final content. 

OpenAI. (2026). ChatGPT (March 12 version) [Large language model]. https://chatgpt.com/